Standard 2: Comprehensive Health and Physical Education

 

Mission: .Knowledge of health and physical education concepts and skills empowers students to assume lifelong responsibility to develop physical, social and emotional wellness.

 

 

Standard 2.1 Wellness

All students will learn and apply health promotion concepts and skills to support a healthy, active lifestyle.

 

Big Idea: Taking responsibility for one’s own health is an essential step towards developing and maintaining a healthy, active lifestyle.

2.1 A. Personal Health

Essential Questions

Enduring Understandings

- What are the consequences (especially unforeseen) of our choices in terms of wellness?

- Current and future personal wellness is dependent upon applying health-related concepts and skills in everyday lifestyle behaviors.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 6:  

1.     Discuss the physical, social, emotional, and intellectual dimensions of wellness.

  
2.    Describe the appropriate use of healthcare and personal hygiene products.  
3.    Discuss how health data, such as blood pressure, body composition, and cholesterol, can be used to assess and improve wellness.  
4.    Discuss how health knowledge, health choices, self-control, resistance and self-management skills influence wellness.  

5.    Discuss how technology impacts wellness.

 		  

2.1 B. Growth and Development

Essential Questions

Enduring Understandings

-What causes optimal growth and development?

- An individual’s health at different life stages is dependent on heredity, environmental factors and lifestyle choices.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 6:  
1.    Compare and contrast body systems, their parts and functions, and explain that body systems must work together to ensure wellness.  
2.    Compare the rate of physical, social, emotional, and intellectual change during various life stages and discuss ways to foster healthy growth.  
3.    Discuss how heredity and physiological changes contribute to an individual’s uniqueness.  

2.1 C. Nutrition

Essential Questions

Enduring Understandings

- What makes a food healthy?
- How do you determine appropriate portion sizes?

- There are many short and long term health benefits and risks associated with nutritional choices.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 6:  
1.   Discuss factors that influence food choices.  
2.   Compare food choices based on nutrient content and value, calories, and cost and create a healthy meal plan.  
3.   Analyze nutrition information on food packages and labels.  
4.   Discuss the short- and long-term benefits and risks associated with nutritional choices.  

2.1 D. Diseases and Health Conditions

Essential Questions

Enduring Understandings

- To what extent can we keep ourselves disease free?

- Current and emerging diagnostic, prevention and treatment strategies can help people live healthier and longer than ever before.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 6:  
1.    Compare and contrast methods used to diagnose and treat diseases and health conditions.  
2.    Differentiate among communicable, non-communicable, acute, chronic, and inherited diseases and health conditions.  
3.    Compare and contrast diseases and health conditions prevalent in adolescents, including asthma, obesity, diabetes, Lyme disease, STDs, and HIV/AIDS.  
4.     Discuss the use of public health strategies to prevent diseases and health conditions.  
5.    Compare and contrast forms of mental illness such as phobias, anxiety and panic disorders, and depression.  

2.1 E. Safety

Essential Questions

Enduring Understandings

- What is the difference between healthy and unhealthy risks?

- Why do we sometimes take risks that can cause harm to ourselves or others?

- Being consistently aware of the environment and taking safety precautions can reduce the risk of injury to oneself and others.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 6:  
1.    Compare and contrast the incidence and characteristics of intentional and unintentional injuries in adolescents.  
2.    Analyze the short- and long-term impacts of injuries on individuals and families and develop strategies to reduce the incidence of such injuries.  
3.    Demonstrate and assess basic first aid procedures, including victim and situation assessment, rescue breathing and choking, and care of minor cuts, sprains, and bleeding.  
4.    Discuss the physical, social, and emotional impacts of all forms of abuse and discuss what to do if any form of abuse is suspected or occurs.  

2.1 F. Social and Emotional Health

Essential Questions

Enduring Understandings

- How can you learn to like yourself and others?

- Developing self esteem, resiliency, tolerance and coping skills support social and emotional health.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 6:  
1.    Examine how personal assets, (e.g., self esteem, positive peer relationships) and protective factors (e.g., parental involvement) support healthy social and emotional development.  
2.    Choose and justify appropriate strategies to deal with conflict, violence, harassment, vandalism, and bullying.  
3.    Describe home, school, and community efforts to prevent conflict, vandalism, bullying, harassment, and violence.  
4.    Describe the physical and emotional signs of stress and the short-and long-term impacts of stress on the human body.  
5.    Compare and contrast ways that individuals, families, and communities cope with change, crisis, rejection, loss, and separation.  
6.    Discuss how stereotyping might influence one’s goals, choices, and behaviors.  

Standard 2.2 Integrated Skills

All students will use health-enhancing personal, interpersonal and life skills to support a healthy, active lifestyle.

 

Big Idea: The use of critical thinking, decision making, problem solving, leadership and communication skills are essential to making informed personal, family and community health decisions.

2.2 A Communication

Essential Questions

Enduring Understandings

- How do you know whether or not health information is accurate?
- How do I learn to stand for and communicate my beliefs to others without alienating them?		 - Making good health decisions requires the ability to access and evaluate reliable resources.
- Effective communication skills enhance a person’s ability to express and defend their beliefs.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 6:

1. Summarize health information from a variety of valid and reliable health resources.

  
2. Present health information using a multimedia approach, adapting the wording and delivery method for the topic and audience.  
3. Demonstrate and evaluate the effective use of communication skills, including refusal, negotiation, and assertiveness.  
4. Describe and demonstrate active and reflective listening.  
5. Compare and contrast the economic and social purposes of health messages presented in the media  

2.2 B Decision Making

Essential Questions

Enduring Understandings

-Why might educated people make poor health decisions?
-How do I overcome negative influences when making decisions about my personal health?		 -Decision-making can be affected by a variety of influences that may not be in a person’s best interest.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 6:

1. Demonstrate effective decision making in health and safety situations.

  
2. Analyze the influence of family, peers, and the media on health decisions and investigate how conflicting interests may influence decisions and choices.  
3. Analyze significant health decisions and discuss how the outcome(s) might have been different if a different decision had been made.  
4. Explain how personal ethics influence decision making.  

2.2 C Planning and Goal Setting

Essential Questions

Enduring Understandings

-In order to achieve lifetime wellness, what should I plan for and what should I just let happen? -Developing and implementing a plan to reach realistic wellness goals increases the likelihood of reaching those goals.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 6:

1. Use health data and information to formulate health goals.

  
2. Develop strategies to support the achievement of short- and long-term health goals.  

2.2 D Character Development

Essential Questions

Enduring Understandings

-How are character and health related? What aspects of our character can be changed?
-To what extent do outside influences shape values?		 -Character can be developed and supported through individual and group activities, the influence of positive role models and involvement in community service.
-Character is who you are when no one is looking.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 6:

1. Describe actions and situations that show evidence of good character.

  
2. Discuss the characteristics of a role model and how role models influence the personal goals and ethical standards of others.  

2.2 E Leadership, Advocacy and Service

Essential Questions

Enduring Understandings

-How can you inspire others to address health issues? -Leadership and advocacy to promote personal and community wellness can impact the immediate community and society as a whole.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 6:

1. Compare various forms of leadership and implement appropriate leadership strategies when serving in a leadership role.

  
2. Evaluate personal and group contributions towards the achievement of a goal or task, analyze a group’s ability to improve its performance, and provide appropriate feedback  
3. Develop and articulate a group’s goals and vision.  
4. Compare the use of cooperative and competitive strategies to achieve a group goal and recommend strategies to keep a group on target and free from conflict.  
5. Discuss how individuals can make a difference by helping others, investigate opportunities for volunteer service, and participate in activities through school or community-based health or service organizations.  
6. Formulate and express a position on health issues and educate peers about the health issue or cause.  
7. Discuss local and state laws that impact personal, family, and community wellness and formulate ways that individuals and groups can work together to improve wellness.  

2.2 F Health Services and Careers

Essential Questions

Enduring Understandings

-Where do I go to access information about good health and fitness services? -There are numerous health and fitness programs available that provide a variety of services. Not all are created equal.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 6:

1. Categorize health and fitness services available in the school and community and demonstrate how to access them.

  
2. Investigate health and fitness career opportunities.  

Standard 2.3 Drugs and Medicine

All students will learn and apply information about alcohol, tobacco, other drugs and medicines to make decisions that support a healthy, active lifestyle.

 

Big Idea: Knowledge about drugs and medicines informs decision making related to personal wellness and the wellness of others.

2.3 A Medicines

Essential Questions

Enduring Understandings

How do I determine whether or not a medication will be effective? Medicines must be used correctly in order to be safe and have the maximum benefit.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 6:  

1. Discuss factors to consider when choosing an over-the-counter medicine.

  
2. Discuss medicines used to treat common diseases and health conditions.  
3. Discuss the safe administration and storage of over-the-counter and prescription medicines.  
4. Describe factors that impact the effectiveness of a medicine.  

2.3 B Alcohol, Tobacco and Other Drugs

Essential Questions

Enduring Understandings

- Why do people choose to use alcohol, tobacco and other drugs when they are aware of the detrimental effects?
- How do I make the “right” decisions in the face of peer, media and other pressures?		 - Research has clearly established that alcohol, tobacco and other drugs have a variety of harmful effects on the human body.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 6:  

1. Describe how tobacco use contributes to the incidence of respiratory diseases, cancer and cardiovascular disease.

  
2. Describe ways to reduce the health impact of tobacco smoke on non-smokers.  
3. Describe how the use and abuse of alcohol impacts behavior and contributes to the incidence of illness and injuries.  
4. Discuss the short- and long-term physical and behavioral effects of inhalant use, including brain, heart, and lung damage and death.  
5. Discuss the classifications of illegal drugs and controlled substances and give examples of each.  
6. Describe the physical and behavioral effects of each classification of drugs.  
7. Discuss the relationship between injected drug use and diseases such as HIV/AIDS and hepatitis.  
8. Discuss the legal and financial consequences of the use, sale, and possession of illegal substances.  

2.3 C Dependency/Addiction and Treatment

Essential Questions

Enduring Understandings

-Why does one person become an addict and another does not? - There are common indicators, stages and influencing factors of chemical dependency.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 6:  

1. Describe the signs and symptoms of a substance abuse problem and the stages that lead to dependency/addiction.

  
 2. Identify ways to quit using alcohol, tobacco, and other drugs and discuss factors that support an individual to quit.  
3. Discuss factors that contribute to the use and abuse of alcohol, tobacco, and other drugs by adolescents, such as advertising and the media, group pressures, low self esteem, genetics, and poor role models.  
4. Describe how substance abuse affects the individual and the family and describe ways that family and friends can support a drug- free lifestyle.